This document provides an instructional sample that applies Understanding by Design (UbD) principles to teach a lesson on climate change in 5 steps over 15 minutes with minimal technology. The lesson uses techniques like KWHL charts, mind maps, formative assessment, and visual aids to engage students in actively and quickly learning about the causes and impacts of climate change. Students work individually and in groups to build understanding before synthesizing what they learned. At the end, students assess how well the lesson demonstrated UbD techniques and learner-centered approaches in order to improve textbook and teacher guide content and presentation.

1. For Textbook/Teacher Guide Designers
M7 Lao PDR
An instructional sample that applies UbD (understanding by Design) principles
Joel Wayne Ganibe,
DPTL Component 2: QUALITY
Teacher HRD and Curriculum Delivery Expert . ICT4E Specialist
Secondary Education Sector Development Project
(SESDP) Nov. 2014

2. Today, our goal is to increase your
knowledge about CLIMATE CHANGE and in
the process practice your critical thinking
skills
• In 5 STEPS only
• 15 minutes only
• Using minimal technology, even no textbook
• Proving you can learn faster and deeper, using only 2 basic techniques of
learner-centered approach
• So that you can appreciate how it can be used to IMPROVE the content
and presentation of M7 textbooks and teacher guide

3. Step 1: PRIOR LEARNING ASSESSMENT

4. INSTRUCTION:
• In first column write all the words you know or remember or think about when
your hear the term “CLIMATE CHANGE”
• In second column write your questions or target new knowledge about climate
change…what do you want to learn about it and why?
• In 3rd
column, describe your own learning strategy…HOW will you learn by
yourself?
• Discuss this with your seatmate/partner
• 2 minutes only! Move fast!

5. Step 2: MINDMAP ANALYSIS
• Group into 3
• Get the assigned mindmap per group
• ANALYZE QUICKLY WHAT IT MEANS
• AGREE on the MEANINGS because you will share
• Assign ONE PERSON per main mindmap branch
• TIME LIMIT! 4 minutes only!

6. Step 3: GROUP TEACH
• TELL US WHAT YOU JUST LEARNED FROM THE MINDMAP ASSIGNED TO YOU
• WHILE GROUP 1 IS PRESENTING, GROUP 2 AND 3 MEMBERS
MUST MINDMAP WHAT THEY ARE PICKING UP/LEARNING FROM THE
PRESENTATION AND VISE-VERSA…
• TIME LIMIT! 2 minutes PER GROUP PRESENTATION = 6 MINUTES

10. Step 4: SYNTHESIS/SUMMARY
• PARTICIPATORY MIND MAPPING/SUMMARY OF WHAT YOU JUST
DISCOVERED ON YOUR OWN
• VERY BIG MINDMAP:
• CONNECT GROUP MINDMAPS OF 1,2,3 BY MAKING
A FRESH ONE ON THE BIG SHEETS OF PAPER CONTAINING CAUSE, IMPACT, AND
PRACTICAL SOLUTIONS THAT CAN BE DONE IN LAOS, IN YOUR CLASS, IN YOUR HOME,
IN YOUR COMMUNITY
OPTION: EACH GROUP RE-CREATES THEIR OWN MINDMAP TO CONTAIN ALL 3 MAJOR
CONCEPTS OR THE WHOLE CLASS JUST COMBINES…CLASS DECIDEs THE STRATEGY…
CAN USE TEXTBOOKS OR JUST WHAT YOU PICKED UP IN DISCUSSIONS
VERIFY IF WHAT YOU “LEARNED” IS VALID
5 MINUTES!!!! LEARN FAST AND FURIOUS

11. Did this make you want to
LEARN MORE about CLIMATE
CHANGE / disaster risk
reduction/ global warming on
your own?
FACT: Laos has been identified as the 42nd most vulnerable country in the world to climate
change. This is due to the country’s sensitivity and exposure to climate-related hazards such as floods and draughts and the
high proportion of subsistence farmers without alternative livelihoods resulting in a low coping capacity to deal with the ill-
effects of weather extremes.
Source: www.la.undp.org/content/lao_pdr/en/home/presscenter/pressreleases/2013/10/07/new-project-to-strengthen-disaster-risk-management-in-lao-pdr.html

12. Did this picture make you want to LEARN MORE about CLIMATE
CHANGE / disaster risk reduction/ global warming on your own?
Did this make you want to include this fact in the textbook/teacher guide?
LAOS

13. ການປ່ຽນແປງພູມອາກາດ
WALT(ພວກເຮົາຮຽນເພື່ອ) WILF(ຂ້ອຍກຳລັງຊອກຫາຫຍັງຢູ່
:ຄູຈະຮູ້ໄດ້ແນວໃດວ່ານັກຮຽນໄດ້ບັນລຸເປົ້າໝາຍການຮຽນຂອງພວກ
ເຂົາ)
ຈື່ຄຳສັບ: ພູມອາກາດ, ອາກາດ, ເຮືອນແກ້ວ,
ໂລກຮ້ອນ,ແກສເຮືອນແກ້ວ( ກາກບອນໄດອົກໄຊ, ເມຕານ,
ກຼໍໂລຟູອໍກາກບອນ, ອົກຊິດກາກບອນ):
ເຂົ້າໃຈ :ສາເຫດແລະຜົນກະທົບຂອງການປ່ຽນແປງ
ພູມອາກາດໃຫ້
ນຳໃຊ້
ການປ່ຽນແປງຟ້າອາກາດເພື່ອຄັດເລືອກແນວປູກໃຫ້ແທດເໝາະກ
ັບພູມອາກາດ(ໃຊ້ພັນເຂົ້າທີ່ເຕີບໂຕໄວໃນການເຮັດນາລະດູແລ້ງ,
ວິເຄາະ ວິເຄາະຜົນກະທົບຂອງປ່ຽນແປງຟ້າອາກາດ
-ສິ່ງທີ່ນຳເຊື້ອໂລກລະບາດມາສູ່ຄົນເຮົາ:
ຍູງ(Dengue),ສັດປີກ(Avian Flu)
- ໄພພິບັດທຳມະຊາດ(ນ້ຳຖ້ວມ, ແຫຼ້ງແລ້ງ, ພາຍຸ..)
ປະເມີນ : - ຄວາມສ່ຽງຕໍ່ໂລກລະບາດ, ໄພພິບັດ
- ຊອກຊ່ອງທາງທີ່ປອດໄພກວ່າເພື່ອຮັບ
ມືກັບໄພພິບັດ, ປ້ອງກັນໂລກລະບາດ
ປະດິດສ້າງ:
ແຜນປະຕິບັດງານ(ຄະນະກຳມະການຄຸ້ມຄອງໄພພິບັດແຫ່ງຊາດ/ກຳ
ແພງນະຄອນ/ແຂວງ, ແຜນປະຍັດພະລັງງານ,
ສາມາດ ນິຍາມພາວະເຮືອນແກ້ວ
ສາມາດ
ອະທິບາຍປາກົດການເຮືອນແກ້ວເກີດຂື້ນແນວໃດແລະເປັນຫ
ຍັງຈຶ່ງເກິດຂຶ້ນ
ທົດລອງ ໃຫ້ຕົວຢ່າງສະຖານະການປາກົດການເຮືອນແກ້ວ
( ເຮົາຢູ່ກາງແສງແດງຈະຮູ້ສຶກຮ້ອນຫຼາຍກວ່າຢູ່ໃນຮົ່ມ,
ຢູ່ໃນລົດປິດປະຕູດາກແດດຈະຮ້ອນກວ່າຢູ່ນອກລົດ )

14. Step 5: ASSESS / VALIDATE
• OPEN THE IN-SET MANUAL TO PAGE 122 OR
USE THE RUBRIC HANDOUT.
• EVALUATE THE LESSON DEMO
• Who noticed the following TOOLS/
TECHNIQUES IN OPERATION
• KWHL (graphic organizer)
• Mindmaps
• Assessment FOR learning
• WALT/WILF
• VISUAL AIDS
• COMMUNICATIONS
• APPEAL TO LEARNING STYLES
• GRASPS
• SCAMPER
•Prove your knowledge about “green
house gases” by explaining why it is
called “greenhouse effect”;
•can you think of an
experiment/performance task to
prove why it results in global
warming?
•Knowing this, can you explain why it
was important for Lao learners to
know?
•Can you now pick the most important
ideas/concepts to include in the
textbook or teacherguide?